Wingspan | Summer 2021

WINGSPAN SUMMER 2021 / VOLUME XV / ISSUE 1 / MOUNT PARAN CHRISTIAN SCHOOL

LEARNING FOCUSED and STRATEGIC PLAN

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F ROM T H E H E A D O F S C H O O L In a year like none other we have seen in our lifetime, staying focused on our core values – being Christ-centered, learning focused, community oriented, and pursuers of excellence – was more important than ever. Staying laser-focused has ensured we were able to meet our mission all year long. Throughout the 2020-2021 school year, we were reminded again and again that our sights had to be set on our Savior and to allow Him to lead us. It would have been easy to depend on our own insights, our own knowledge, and our own planning, but the reality is that without the protection of, the wisdom of, and the guidance of our Lord, we would never have had the strength and courage to lead the way in education and make many of the bold decisions we did to ensure our students and families received the world-class education they have grown accustomed to over the years.

This edition of Wingspan is a testament to the faithfulness of our great God. Each page reflects the incredible work our faculty, staff, students, and families have done to prioritize learning each step of this very difficult journey. While many schools throughout our nation remained closed and only operated virtually for much or all of the school year, at MPCS, we opened on August 11, 2020 and never closed our doors. We offered classes both live and virtually. We enjoyed full athletic seasons in the fall, winter, and spring (and won State championships in softball, competition cheer, swimming, and baseball!), and we were one of the only schools in the area to host live, in-person arts performances safely while following CDC guidelines!

All these accomplishments can be attributed to a team that was tireless, families who were willing and trusting, and, most importantly, a God who was and is faithful. We are a community that is truly blessed. Never have I been prouder to serve a school than I have been this year! So, thank you to our faculty and staff. Thank you to our diligent students. Thank you to our supportive parents, grandparents, and families. And, thank you Lord, for Your continued faithfulness to Your people. Enjoy the pages of this magazine as you reflect on the goodness of our great God. Soli Deo Gloria,

Dr. Timothy P. Wiens

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FEAT URE: ELEVAT E MPCS WHAT ’S N EW: ROOST ACADEMI CS CHRI ST I AN LI FE ART S AT HLET I CS ON CAMPUS ALUMN I CLASS OF 2021 ACHI EVEMEN T S

MISSION: Providing academic excellence in a Christ-centered environment, Mount Paran Christian School unites with home and church to prepare servant-leaders to honor God, love others, and walk in Truth. VISION: Mount Paran Christian School aspires to be a national school leader by providing an innovative education to a diverse community of learners within a liberal arts framework, all for the Glory of God. COVER: High school Business and Entrepreneurship students Stephen Emoghene ‘21 and Syler Owen ‘23 visit Apotheos coffee house in Kennesaw as part of their work at the Roost.

WINGSPAN Summer 2021, Volume XV, Issue 1 published biannually for families and friends of Mount Paran Christian School PUBLISHER: Dr. Tim Wiens EDITOR: Amber Irizarry DESIGNER: Jordan Mason ASSISTANT EDITORS: Pam Copeland, Tiffany Westbrook CONTRIBUTORS: Caroline Bradford, Cary Brague, John Braswell, Dr. Deborah Davis, Hasani George, Tiffany Hicks, Dr. Trici Holmes, Amber Irizarry, Steve Kyle, Ashley Lovato, Viola Lussier, Kathleen McCook, Jennifer New, Mickie Roberts, Beth Parsons, John Sess, Catina Taliaferro, Tiffany Westbrook, Dr. Tim Wiens PHOTOGRAPHERS: William Deal ‘18, Jordan Mason, TCPics ©Mount Paran Christian School 1275 Stanley Road, Kennesaw, GA 30152, 770-578-0182, www.mtparanschool.com

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FEATURE

E L E V A T E P E O P L E

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P R O G R A M

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P L A C E

E L E V A T E P E O P L E

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P L A C E

M O U N T

P A R A N

C H R I S T I A N

S C H O O L

S T R AT E G I C P L A N 2 021- 2026

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n September 2019, the Mount Paran Christian School community embarked upon a comprehensive, community-wide strategic planning process to engage all stakeholders, solicit feedback, ask bold questions, and create the strategic plan to

guide decisions and goals in the ensuing five years. Led by a committee consisting of members of the Board of Trustees, head of school, faculty, staff, parents, students, and alumni, the mission, vision, and core values of MPCS were examined and affirmed to ensure all new strategic initiatives were missionally sound.

“Elevate” provides the Board of Trustees, school administration, faculty, staff, and parents with a framework meant to steer MPCS on an increasingly upward trajectory. It serves as the plan that guides decision-making, policies, and goals for the coming years.

The future of Mount Paran Christian School is bright as we look forward to many years of academic, artistic, and athletic excellence and impact built upon the foundation of Christ. The 2021-2026 MPCS Strategic Plan will “Elevate” the people, the program, and the place.

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E L E VAT E T H E P E O P L E S T R AT E G I C I N IT I AT I V E 1 : MPCS will examine all areas of school culture, building upon Christian Life, Diversity and Belonging, student culture, family atmosphere, and the alumni base, improving upon the warm, inviting culture and people already present.

1.1:

Create a culture of courageous generosity and abundant gratitude.

1.2:

Refine parent education program to further enable MPCS parents to understand the school mission as believers, parents, and members of the school community.

1.3:

Continually improve Diversity and Belonging at MPCS.

1.4:

Transform current service opportunities into a community-wide philosophy and expectation of servant-leadership.

1.5:

Expand current alumni programming, growing the network of alumni offerings and providing opportunities for greater alumni engagement in the life of MPCS.

1.6:

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Develop and retain quality Christian employees and contractors.

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E L E VAT E T H E P R O G R A M S T R AT E G I C I N I T I AT I V E 2 : MPCS will examine all academic, artistic, and athletic programs, refining and enhancing existing programming to further align with an innovative liberal arts approach to learning and life. A focus will be placed upon servant-leadership, academic enrichment, and cocurricular excellence.

2.1:

Expand the school’s instructional support model to increasingly reach a more diverse group of exceptional learners.

2.2:

Examine and update existing curricular review model and examine all aspects of existing curriculum.

2.3:

Ensure all curricular development is done through the lens of a Christian worldview.

S T R AT E G I C I N I T I AT I V E 3 : MPCS will refine opportunities for professional growth and development, enabling faculty and staff to better nurture students, develop their craft, learn together, and collaborate in new and meaningful ways, all through the lens of a Christian worldview.

3.1:

Hire and train co-curricular leaders who will lead from a Christian worldview and prepare servant-leaders for the competitive arena and every facet of life.

3.2:

Develop an evaluation system through which all existing academic, art, and athletic programming will be assessed and improved.

3.3:

Evaluate and refine school-wide assessment and reporting practices.

3.4:

Research alternative models of learning and implement appropriate new model(s).

3.5:

Examine and refine technology implementation throughout campus.

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E L E VAT E T H E P L A C E S T R AT E G I C I N I T I AT I V E 4 : MPCS will develop, prioritize, and optimize capacity in advancement of the place and administrative ser vices.

4.1:

Identify enrollment capacity and develop a 5-year enrollment growth plan and timeline.

4.2:

Create and implement a long-term endowment plan.

4.3:

Create and implement planned-giving program.

4.4:

Create and implement long-term auxiliary income plan for all non-school-day academic, artistic, and athletic programming.

4.5:

Create and implement a business continuity plan and examine long-term financial sustainability.

4.6:

Create a leadership training program to further develop employees who seek to lead and impact MPCS and Christian schools around the nation and world.

S T R AT E G I C I N I T I AT I V E 5 : MPCS will continue its growth and expansion as an institution.

5.1:

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Create and implement a comprehensive sustainability plan and upgrade/ replacement schedule for all physicalP and E O Ptechnological L E / P R Oassets.

G R A M

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Create new Campus Master Plan, guided by the Christian life, academic, artistic, and athletic visions of the future.

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roost coffee WHAT'S NEW

A NEW CLASS OF

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During his freshman year, Zachary Fors ‘21 enrolled in Mr. Logan Beer’s “Intro to Sports Marketing Class” and subsequently the “Intro to Business” class. His challenge was to identify a need at MPCS and create a solution. From this, Roost Coffee Co. was born – so named for the Eagle mascot. (A “roost” is where birds congregate together, where community occurs.)

With the help of Coach Beer, Zachary crafted a business plan and approached Head of High School and Associate Head of School Mrs. Tawanna Rusk to request a trial investment. The Roost trial was so successful that Zachary soon sought additional funding to expand. “I was nervous [to approach Mrs. Rusk for the loan], but I believed in our concept, and I had faith,” Zachary shares.

“NO OTHER SCHOOL WOULD’VE TAKEN A CHANCE ON A STUDENT.” Zachary and classmate Antonio Hundley ‘21 took the reins, arriving at school by 6:50 a.m. daily to brew the coffee. The duo grew in their business acumen, learning which SKUs were most profitable, deleting those with small margins. They applied concepts learned in business class, eventually growing to cater meetings and events on campus.

When COVID hit, the students innovated the business model. They developed an ordering website and are now a fully-digital operation. The team also explored new partnerships, including a new local supplier.

With vast knowledge of the science, history, and sourcing of coffee, Mr. Dale Hughes, father of two MPCS alumni, owns Apotheos

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BY JENNIFER NEW, CHIEF DEVELOPMENT OFFICER

roastery in Kennesaw. His son, Luke Hughes ‘17 is the operator. Once again, Zachary updated the Roost business plan and made a pitch to the father-son duo. They agreed to a partnership that allows Roost to expand its offerings to include baked goods, additional equipment, and popular items like cold-brewed coffee. These innovations will be on full display in the forthcoming Roost storefront in the Murray Innovation Center, providing a central community meeting place in the new high school commons. Having paid back the loan to the high school administration, the team is now planning ahead. In addition to reinvesting in the business, they pledge to donate 10-percent of profits to a charity, with the remainder earmarked for a student-led trip.

Sophomore Syler Owen and Senior Stephen Emoghene at Apotheos coffee house.

During his senior year, Zachary served as the Roost manager, overseeing a staff of 8-10 students who joined the Roost after taking the “Business Practicum” course.

He says, “Those involved with Roost are

EXCITED FOR WHAT THEY’RE OFFERING AND THAT THEY TAKE PRIDE IN THEIR WORK. In middle school, I had wanted to start a business. With Roost, I finally got to.” W

Zachary Fors presenting Mr. Alois Johnson and Mr. Dale Hughes of Kennesaw Teen Center with a donation from Roost Coffee Co.

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ACADEMICS

THE MPCS APPROACH TO LEARNING

BY DR. TIM WIENS, HEAD OF SCHOOL

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he ongoing construction of the Murray Innovation Center addition to the high school is visible when driving past the campus. This new building will provide amazing space for students and teachers to learn together and to innovate. If you look anywhere in education today, the words innovate and innovation are prominently displayed.

For some in education, innovation is a fashionable trend. For others,

INNOVATION ENSURES STUDENTS ARE PREPARED FOR JOBS IN A WORLD OF WORK WHERE SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS (STEAM) ARE DOMINANT.

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At MPCS, we have taken a different approach to innovation and STEM/STEAM – and education as a whole. We do not do anything because it is today’s latest fad. We seek to employ that which is tried and true, along with new perspectives, as we examine life through the broad lens of a Christian liberal arts education. The liberal arts have always employed mathematics and science as integral components of an education that develops well-rounded students who will flourish in whatever world they engage in and in whatever age they exist. We see this as timeless education.

As such, innovation is examined, taught, and pursued as the practice of finding solutions to the problems faced in the world and as a means of thinking and learning that will transform hearts, minds, institutions, and culture.

If the point of innovation is to make better, we seek to think differently, to act differently, and to learn in such a manner as to transform – to make all of life better for the glory of God. We believe innovation rests on a deep understanding of the created order, acquired through a robust commitment to the liberal arts. This perspective on innovation, therefore, reaches further than just STEM into the arts, the humanities, world language, and into every area that is studied by our students and taught by our faculty.

At MPCS, innovation is not simply something that happens by chance. We do not simply innovate or change for the sake of change. Tradition and history are important. The aforementioned “tried and true” have worked in education and in schools for thousands of years for a reason. We honor tradition and seek to continue past practices that prepare our students for a rapidly-changing world, but we do so while also honoring new and varied approaches to learning. Why don’t most of us drive an Edsel or Model T.? Because new and innovative

in Education

INNOVAT

TION approaches to car building have shown us that we can drive faster, more efficient, environmentally friendly, and more attractive vehicles today.

If history has shown us anything, it is that as we grow, we must adapt to the world around us. Consequently, we welcome creative thinking and exploration.

We welcome innovation. We believe innovation needs to be a state of mind for our students. Therefore, we seek to educate learners who will be agents of positive change – not for the sake of change itself, but to improve upon that which they have been called to steward. Similarly, we seek to enable faculty to foster within themselves this same spirit of continuous improvement.

The impetus for this is that we have been called to bring glory, honor, and praise to the name of the Lord Most High.

AS WE LEARN, AS WE EXPLORE, AS WE CREATE, AS WE INNOVATE, WE DO SO BECAUSE WE HAVE BEEN CALLED AS PEOPLE BY OUR CREATOR, MADE IN HIS IMAGE, TO EMULATE HIM AND DEMONSTRATE TO THE WORLD THE GREATNESS OF OUR GOD. Innovation enables us to better do so as we reach out to a world looking for answers (the Answer) to the questions that have mystified us for thousands of years.

And, that is what MPCS seeks to foster through its STEAM instruction – the inspiration of creative, resilient, adaptive, and critical thinking minds. And, all to the glory of our God! W

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INNOVATIVE SOLUTIONS TO THE CHALLENGES OF

learning in a pandemic

BY DR. DEBORAH DAVIS, LOWER SCHOOL HEAD

R I S I N G A B OV E A DV E R S I T Y, M P C S I NNOVATES TO M EET THE C HA LLENGES OF LEARNING IN A PA N D EMI C . L I K E S C H O O L S A C R O S S THE C OUNTRY A ND A ROUND THE WORLD, M OUNT PARAN CH R I S T I A N S C H O O L WAS T H R U S T I N TO ONLI NE LEA RNI NG – SOM ETHI NG WE NEV ER DRE AME D WE WOU LD N E ED , M U C H L E S S F O R M O R E THA N A YEA R.

A

At the onset of the COVID pandemic in the spring of 2020, virtual learning expanded from an initial two weeks to a full two months. All the while, MPCS leadership was looking ahead to 2020-2021, praying for a return to school as usual but planning for multiple scenarios.

While meaningful learning experiences took place last spring – including science experiments, Bible and guidance lessons, reading groups, PE, leadership and exploratory classes, weekly chapels, and nightly lower school story times – MPCS kept as its top priority for a safe return to on-campus learning.

When August 2020 arrived, faculty and staff were back on campus with students – though this year certainly promised to be different from years past. Teachers rearranged classrooms to maximize physical distancing, created individual student supply kits, and rethought structures and procedures. Throughout the year, they were determined to do whatever it took to keep students in our classrooms. Ever the “lead-learners,” teachers also worked diligently to learn how to simultaneously teach students in the classroom and online.

S TAYI N G F O C U S E D O N W H AT T R ULY MAT T E R S : O U R S T U D E N T S

We have been committed to teaching all of our students, whether on campus or virtual. The makeup of students within the classroom changed daily, based on COVID protocols. But, the one thing that has never wavered is our level of commitment. Teachers and paraprofessionals have done an incredible job managing two learning environments. Online learners “moved” down the halls via tripods for their next class, joined in group projects, and participated in special events like the homecoming parade.

Although this year has been different for students, the journey of learning and growth never ceased. We have all adapted to new routines and procedures. Though we spread out in classrooms and at lunch, we were together. Though we were not together for division-wide chapels, we still had weekly chapel. Though classes did not have recess together, we still found space to play. Though parents could not join us in the classroom, they still “Zoomed” in as mystery readers. Though we wore masks in the hallways, we were still in our buildings. Though our classrooms looked different, we were still together. This school year has included a lot of praying, planning, learning, and growing, but it has all been worth the effort to stay focused on what truly matters, our students. W

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CHRISTIAN LIFE

philosop OF DIVERSITY AND BELONGING

BY CATINA TALIAFERRO, DIRECTOR OF DIVERSITY AND BELONGING

AT MOUNT PARAN C HRI S T I A N S C HOOL, DIV E R SI T Y A N D B E L O N G I N G A R E I N T E G R A L A SP E C T S O F AL L W E D O AS A CHRISTIA N S C HOOL A N D A LL WE A R E A S A C O M M U N I T Y O F C H R I ST I A N B E L I E V E R S. O U R PHIL O S O PHICAL POSITION HI N GES UP ON FOUR BIB L I C A L F O U N DAT I O N S: 1

Diversity has been a part of God’s plan for humanity since the beginning.

2

We have been created in the image of God to glorify God.

3

As Christians, we have been adopted into one family – the family of God.

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God’s plan for diversity enables us to better recognize and worship him.

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o begin the school year, MPCS adopted a “Campaign for

For Isabelle, Speak On It provides a place of empowerment for stu-

CommUNITY - Love One Another” theme. Ten high school

dents. “I

visual arts students created artwork embodying their interpretation of a chosen Bible verse inclusive of the diverse body of Christ. The artwork was transformed into powerful banners displayed across campus as visual reminders of our unity in Christ.

Students continue to lead the way in relationship-building and asking hard questions. Two student-created groups meet regularly during the high school activity block to examine diversity. The People’s Club focuses on activism, while Speak On It provides a safe space to discuss issues. Isabelle Garofalo ‘21 started Speak On It, she shares, because “I REALIZED MANY OF MY

FRIENDS AND I WERE RELATIVELY IGNORANT OF LARGER POLITICAL ISSUES THAT AFFECTED US DAILY. I WANTED TO CREATE A SPACE TO ENGAGE WITH A VARIETY OF PERSPECTIVES AND BACKGROUNDS OR LEARN ABOUT A NEW TOPIC COLLECTIVELY.”

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BELIEVE ACTIVISM AND POLITICAL INVOLVEMENT SHOULD BE ACCESSIBLE TO YOUNG PEOPLE. I REALLY WANT TO EMPOWER MY PEERS TO GET INVOLVED IN CAUSES NOT ONLY IMPORTANT TO THEMSELVES BUT IMPORTANT TO OUR COMMUNITIES.” Likewise, Sydnee Brothers ‘21 co-founded The People’s Club to create a safe space for students to share and learn. The People’s Club provides all students the opportunity to form community and promote understanding. As the group grew and gained members, Sydnee noticed it transitioned into an outlet for students to find their voice, become empowered, develop leadership, and handle conflict with grace, dignity, and respect.

As MPCS builds its capacity to engage in courageous conversations, we will continue to provide safe spaces where people can be transparent and vulnerable. Inspired and sustained by love, such spaces cultivate healing and change. When we have conversations in the context of love, division loses its power. The world is not a perfect place, but we are striving in pursuit of the heart of God in all we do. We will continue to learn, to build relationships, and to strive to love one another the way God intends. W

phy

BLACK HISTORY BOWL

BY HASANI GEORGE, ASHLEY LOVATO, AND BETH PARSONS. MIDDLE SCHOOL TEACHERS

Teaching about diversity and empathy can be a challenge, but innovative instructional techniques help MPCS achieve meaningful results.

One such strategy includes participation in the Black History Bowl — an academic competition run by the Kennesaw Teen Center. Teams of four to six elementary and middle school students compete in multiple rounds of competition, culminating in a Championship series.

Teams answer a variety of Black history-related questions in a fast-paced, buzz-in format. The Bowl seeks to raise awareness of the vital role played by African-Americans in the rich history of our country.

The Black History Bowl team at MPCS was first formed during the 2019-2020 academic year. The inaugural MPCS team took home the Championship title in 2020, with the 2021 team securing the runner-up spot in the Championship series.

While the study process for participants is challenging, it is also personally meaningful.

The real reward is the experiential learning that takes place as students gain a deeper understanding of the material, with an overall focus on commUNITY. The more engaging and personally relevant, the more students want to learn.

The MPCS team says that learning and fun can go hand-in-hand: “The Black History Bowl has brought together unique students across grade levels to learn and fellowship together for a common purpose. We can’t imagine doing anything more fun!” W People’s Club founder Sydnee Brothers and her triplet sisters, Kailer and Tristyn Brothers ‘21.

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CHRISTIAN LIFE

SHAMARI A J EN N I N GS ‘22 SERVES AS A CH APEL PRODUCER, OVERSEEI N G OUR LI VE- S TR EAM FEED .

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interactive

worship

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BY STEVE KYLE, ASSISTANT HEAD OF SCHOOL FOR CHRISTIAN LIFE

The start of the 2020-2021 school year brought many new and unique challenges and opportunities to MPCS.

ONE OF THOSE CHALLENGES WAS HOW TO CREATE A MEANINGFUL WORSHIP EXPERIENCE IN WEEKLY CHAPEL SERVICES WHILE MAINTAINING COVID-19 PROTOCOLS. As

an integral part of Christian Life at MPCS, not hosting chapel was never a consideration. However, pulling off three chapels each week for almost 1,200 students and staff was not going to be without its challenges.

The first priority was to determine the number of students who could safely congregate in the Kristi Lynn Theatre to experience chapel “live.” Once it was determined that allowing one grade level per chapel would meet physical-distancing requirements, the next challenge was to discover how to deliver chapel to the rest of our school community. After considering many options, such as pre-recording chapel, we concluded that simultaneous live-streaming was the best option because it allowed students and staff to experience chapel “together,” helping maintain a sense of community.

Each week, a different grade would rotate into the Murray Arts Center to experience chapel in-person, while the remaining students in each division would gather by grade-level groups to watch together remotely on classroom screens. As in the past, we continued to offer dynamic worship from our chapel band and engaging

messages from both staff and local student pastors. Although the experience was not the same as when entire divisions worship together, this model still provided the opportunity to provide spiritual impact in the lives of our students.

Though not ideal, the move to a new worship format offered some long-term benefits. First, we were pushed to consider a new means of community-building at MPCS: live-streaming. Because of the experience gained by hosting chapel livestreams, many other opportunities to reach our community during the pandemic were created. We used live-streaming for our Spiritual Emphasis Days, as well as our annual Night of Worship, allowing these events to continue, albeit in a modified format.

Second, we were given the opportunity to share chapels with our school community outside the walls of MPCS – something we had been wanting to do. Many families, alumni, and supporters were now able to experience chapel together, and we plan to continue to do so in the future.

Finally, adding this new technology has created opportunities for our students to serve in new and unique ways. Students Shamaria Jennings ‘22 and Charlie Monroe ‘23 served as chapel “producers,” learning and running the live-stream software each week for chapels.

While our prayer is that we will be all together again for chapels moving forward, we are pleased to say that “tuning-in” for live-streaming is here to stay. W

IMMERSION OF CHRISTIAN LIFE When considering and planning for the future of our school, the most important component of the strategic plan is to continually keep Christ at the center of all we do at MPCS. To that end, MPCS has moved Mr. Steven Kyle into the new role of Assistant Head of School for Christian Life.

This newly-created position places an intentional and comprehensive focus on Biblical worldview immersion in every facet of MPCS. We realize that every decision we make, lesson we teach, practice we hold, conversation we have, and interaction that takes place at MPCS is shaping the way our students see the world. Making sure Christ is always at the center must be a priority. To continue to remain true to the vision and mission of partnering with home and church to create students who “honor God, love others, and walk in Truth,” we must continue to create and sustain learning environments, not just in the classroom, that are saturated with a strong biblical worldview. Mr. Kyle said of this new op-

“I AM HUMBLED AT THE OPPORTUNITY TO STEP INTO THIS ROLE AND LEAD IN THIS WAY. MY PRAYER WILL BE THAT AS A COMMUNITY WE WILL GROW CLOSER TOGETHER, AS WE GROW CLOSER TO CHRIST.” portunity,

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AN AUDIENCE

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BY KATHLEEN MCCOOK, DIRECTOR OF THE MURRAY ARTS CENTER

In the realm of theatre, an audience is not just desired, it is essential. The audience serves as a collaborator in the process of bringing a playwright’s work to life. Performers derive much of their energy from the audience and seek the affirmation an audience provides. Without an audience, performers and the director may not realize the impact of their work and can be left feeling discouraged, frustrated, and unfulfilled. Performing to a virtual audience is not much of an improvement.

OVERCOMING THIS LACK OF AN AUDIENCE IS DIFFICULT FOR THE MOST EXPERIENCED OF PERFORMERS, YET, WHEN OUR STUDENTS FOUND THEMSELVES IN THIS POSITION, THEY MET THE CHALLENGE HEAD-ON AND ROSE TO THE OCCASION. Our 2020-2021 per-

formers were provided the new opportunity to learn what students before them had not had the opportunity (or reason) to learn – performing to an empty house and livestreaming into the homes of our families.

The middle school production of Elf, Jr. faced unique challenges. In addition to performing only for a camera, the students had to work within the confines of COVID-19 physical-distancing restrictions. Scenes had to be rehearsed carefully and with masks.

Blocking had to be intentional in spacing, while at the same time upholding the integrity of the scene.

The cast of the high school fall show choir production was in a similar situation, but with the added complexity of choreography.

The cast was carefully divided into three cohorts to protect from an entire cast being

“taken down” by COVID exposure. Within each small cohort, each performer had their own “safe space” on stage where they could sing and dance and be out of reach of other performers. Rehearsals were held via video recordings and Zoom to keep students safe.

This also provided a learning opportunity for students, as they had to work diligently on their own and be accountable for learning their parts individually.

Meanwhile, the Murray Arts Center team was busy preparing the Kristi Lynn Theatre for limited live audiences. Seating in the theater was converted into “pods” of seats – some for two people, some for three, and a few for groups of four. The capacity of the theater went from 577 to only 140; roughly 25-percent capacity. Ticketing had to be handled in-house, with each ticket being carefully assigned.

In addition to six feet of space surrounding each pod, the technical theater team created filtered fans to place in the slightly lowered orchestra pit to help circulate the air.

Instead of one large performance, two were held nightly to keep the time in the theater down to a minimum. Between performances, the theater was cleared and fogged with a sanitizing spray.

Similar to the adjustments made for drama activities, students in dance, band, and orchestra found themselves equally challenged and adapted their approach to learning and performing, both on and off the stage.

Visual arts students were unable to present in-person art shows, yet the middle school created digital galleries through the MPCS visual arts web page. The high school choral class was moved to the Murray Arts Center

grand lobby, where students had ample room to spread out. The orchestra could then move to the choral rehearsal room for needed space.

WHILE PERFORMING IN THE TIME OF COVID WAS CHALLENGING, IT CREATED MANY GREAT OPPORTUNITIES FOR STUDENTS TO STRETCH, LEARN, AND GROW IN THEIR ART. It is noble to find the good in this past year, but at the end of the day, we look forward to full houses cheering on and encouraging our students once again. W

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ATHLETICS

CLEAN SWEEP EAGLE DOMINATION ON THE FIELDS

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For the members of the 2020-2021 Mount Paran Christian softball and baseball teams, getting to play this season was never a guarantee. Despite COVID-19, the MPC Eagles not only played safely and stayed healthy, but they also dominated on the field. In unprecedented fashion, MPC athletics “swept” every middle and high school championship possible on a ball field –that’s all five teams in both baseball and softball earning titles in the same season - a clean sweep!

STATE CHAMPION VARSITY SOFTBALL

STATE CHAMPION VARSITY BASEBALL

The Lady Eagles finished the regular season with a 19-3 record, securing first place in Area 3. “We had a young team with only one senior on our roster, which created an early season concern regarding experience and leadership,” says Coach Greg Giles. “Those concerns were quickly erased in my mind, as we had so many players stay focused on our team goals, conduct productive practice sessions, and continue to play solid softball.”

The 2020-2021 varsity softball season saw the Lady Eagles set several new records: most wins in a single season; first-time Area championship; winning the regular season; and took home the GHSA State title after last year’s trip to the Elite 8.

Following the success of the softball program, the varsity baseball team swept Wesleyan to become the State Champions in GHSA A-Private. The team secured the Region championship, having bested Walker.

The JV team finished first, going undefeated in their Region.

Baseball Coach Kyle Reese shared, “At the end of every practice and game, our guys get together and shout ‘FAMILY!’ It is not a formality, and it doesn’t just mean the baseball team. We watched our softball team, swimmers, and cheerleaders all win State championships before we ever played a game in the spring! We witnessed their hard work and dedication. There is such a sense, every time you take the field, that you are supported and genuinely loved by the MPC community, and it makes you want to give everything you have every time out.” Former MPC baseball player and current Seattle Mariners outfielder Taylor Trammell ‘16 shared, “Extremely proud of my guys tonight!

The amount of work they put in starting last fall has paid off! Coach Kyle Reese deserves this as well; the amount of time and effort he invests in every single kid is amazing!”

WE HA D S O M A N Y PLAYER S STAY F OCUS E D O N O U R T EA M G OA LS.

METRO 10 SOFTBALL CHAMPIONS Eagles fans have years of great softball to look forward to. The MPC middle school softball team won the Metro 10 championship once again, indicating a pipeline of strong talent to feed the varsity program. Varsity Coach Kristy Hubbard commented, “I can’t wait to see what the future holds for these young ladies.”

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METRO 10 “A” BASEBALL CHAMPIONS METRO 10 “B” BASEBALL CHAMPIONS The middle school “A” baseball team brought home the Metro 10 championship title as well. Several high-level players will feed the varsity program with home run-hitting talent. As is the MPC Way, the middle school “B” baseball team also won their Metro 10 championship. The team finished the season undefeated. This title gave the MPC baseball program a clean sweep overall.

I T REFLECT S T HE SCHOO L’ S OUT STAN DI N G SUPPORT SYST EM OF OUR PROGRAMS .

“Mount Paran winning a softball and baseball State championship in the same year is a rarity for any high school in the state,” shares Coach Giles. “A dedicated athletic department, hardworking student-athletes, caring training staff, supportive parent base, and coaches that are invested in the players’ success is a the recipe that has made these championships possible.” W

I T’ S A C U LT U R E O F GIV ING 100-P ER C ENT OUT OF T H A N K F U L N ESS FO R W H AT G O D H A S PUT TO G E T H E R AT T HIS P LA C E.

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ATHLETICS

2020-2021

SPORTS RECAP

A

BY CAROLINE BRADFORD,

ASSISTANT ATHLETIC DIRECTOR

After an abrupt end last spring, questions

loomed as to whether or not athletics would be able to happen in a COVID world. Would we be

WOULD THERE BE FANS IN THE STANDS? WOULD GAMES BE CANCELLED? able to compete?

Questions arose on a daily basis. The ability to pivot and shift became an everyday necessity, both with changes in schedules, as well as with guidelines.

Despite all of the questions and ever-changing protocols, our athletes were able to play. There were times that seating in the stands was limited, and other times where the stands were empty. Nevertheless, we competed. And, more than that, WE SUCCEEDED.

Cheer

Varsity Competition Cheer GHSA State Champions (Ninth consecutive title)

Tennis

Varsity Girls State Finals Varsity Boys Region Champions

Softball

Varsity GHSA State Champions Middle School Metro 10 Back-to-Back Champions

Baseball

Basketball

Middle School Eighth Grade Boys Metro 10 Champions Middle School “A” Girls Metro 10 Champions Middle School “B” Girls Metro 10 Champions Varsity Girls Region Champions

Varsity GHSA State Champions Varsity Region Champions Middle School “A” Metro 10 Champions Middle School “B” Metro 10 Champions

Track and Field

Varsity Girls Region Champions Varsity Boys and Girls State Qualifiers

Swim

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Varsity State Qualifiers (in two events) Varsity Individual GHSA State Champion, Mitchell Norton Varsity Individual GHSA State Champion, Emma Norton

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COLLEGIATE SIGNINGS Continuing to play sports beyond the high school level requires talent, determination, drive, and a strong work ethic. The hours of practice, training, and overall devotion to one’s sport can be beyond what some wish to take on during their college years. However, there are those student-athletes who desire to continue to play at the next level and want to push themselves to be the best competitor they can be. These are athletes who make a commitment to their sport in order to continue playing the game they love.

HAVALYNN ABERNATHY - Softball, Georgia State University DYLAN BENNIFIELD - Basketball, Oglethorpe University EMMA BROGAN - Tennis, Villanova University (not pictured) FREDDY COLEMAN - Football, Shorter College MAGGIE EPPS - Cheerleading, University of Georgia (not pictured) EKOW HUDSON - Soccer, Anderson University MANY OF THESE ATHLETES ARE NOT ONLY SUC- ASHLEY JOHNSON - Soccer, Truett McConnell University CESSFUL ON THE COURT OR FIELD, BUT ALSO IN CARTER KOZA - Fishing, Carson-Newman University (not pictured) THE CLASSROOM . In many cases, a student’s athletic ability is JORDAN MOSBY - Football, Morehouse College not the only requirement to attend the college of his or her choice.

MITCHELL NORTON - Swimming, University of Georgia Many student-athletes post high GPAs, as well as résumés filled with extracurricular clubs and activities. From heavy AP loads to time- MACIE SACRISTAN - Beach Volleyball, Jacksonville University consuming internships, these athletes are prepared for the time COURTNEY SALMON - Swimming, Berry College (not pictured) management needed to not only play sports at the next level, but to DAWSON SMITH - Golf, Point University continue to succeed at academically-rigorous schools.

These student-athletes have well - represented MPC for years, helping bring success to our athletic programs. The athletic department wishes each of these graduating seniors all the best as they continue their athletic journey at the next level! W

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ON CAMPUS

dreams FIELDS OF

W

With the growth of the MPC athletics depart department, the need for all-weather and multi-sport playing sur faces has also grown. Seeing the need, individual donors proposed a drastic transition of the lower practice field and the baseball field to tur f sur faces.

In 2020, an anonymous donor initiated a ggift ift to prepare the site and place tur f on the llower ower field to primarily be utilized by lacrosse, soccer, and football. Eagle Backers provided funds for fencing and finishing work, resulting in a facility that ser ves multiple teams.

Inspired by the refurbished lower field tur f, another anonymous donor generously provided for the tur f baseball field.

MPC Baseball Coach Kyle Reese says these improvements are life-changing. “You spend all your time working with the players and coaches. We did not miss one practice due to weather this season,” he shares. “Young players need reps, and you just do not miss reps with the new tur f. When you’re done with practice or a game, you have more time to get to know the student-athletes and mentor without having to do weekly maintenance hours on the playing sur face.”

As with other areas across campus, MPC athletics looked to innovate when considering tur f replacement, choosing synthetic tur f from Advanced Sports Group and Shaw Sports Tur f.

BY JOHN SESS, DIRECTOR OF OPERATIONS

The resulting two fields feature more than 214,000 square feet of Legion, Legion Pro, and TruHop Tur f systems.

Engineered for per formance and safety, Shaw Sports Tur f features a product line designed specifically to meet the needs of athletes and sports programs. Student-athletes are now playing on the same sur faces as professional athletes like the Baltimore Ravens and the Tampa Bay Rays.

When contemplating solutions to set apart MPC baseball facilities from the competition, leadership wanted the ability for our athletes to train on multiple sur faces, knowing that they would play away games on both natural and synthetic tur f. The answer was custombuilt, state-of-the-art bullpens that include both tur f and dirt. This variation prepares players to compete on any sur face, an opportunity that few institutions can provide.

Thanks to visionar y donors, these gifts are transformative to our athletics program and for the student-athlete experience. W

YO U N G P L AYE RS NEED R EP S , A ND YO U JU ST DO N OT M I S S R E P S W ITH TH E NEW TU R F. W

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STAFF PROFILE:

LYN BENNETT

BY MICKIE ROBERTS, LOWER AND MIDDLE SCHOOL REGISTRAR

D

ubbed “The Happiest Place on Campus,” the MPCS Sewell Cottage has been home away from home for preschool teacher Mrs. Lyn Bennett for the past 15 years, though her relationship with the school spans 30 years as an MPCS parent. Mrs. Bennett and her husband Horace just celebrated the graduation of their youngest child with the class of 2020.

Born in Carrollton, and a resident of Cobb county since she was three, Mrs. Bennett received her Bachelor of Science degree in Early Childhood Education from Kennesaw State University. She attended KSU part-time for seven years with three kids at home and working two jobs. A lifelong learner, she completed the Georgia Independent School Association’s Master Teacher Program in 2018 and is currently pursuing a Master’s in Educational Leadership from Gordon College.

Of her time at MPCS, Mrs. Bennett loves most sharing Jesus with her students. “Preschoolers have such a trusting spirit that Jesus really does love them. I hope the spiritual seeds we plant in preschool will continue to grow in their lives.” Mrs. Bennett has been blessed with the joy of witnessing growth, both physical and spiritual, in the “babies” she taught in preschool. She loves to see her former students grow up and do great things, such as with the 25 “lifers” in this year’s graduating class. “I cry every time I hear one of them give a devotion or hear about some accomplishment on the announcements,” she gushes.

While loving and adorable, preschoolers are busy! Preschool children remember concepts by using their whole body. Mrs. Bennett

COMBI N ES FUN AN D MOVEMEN T I N T HE CLAS S R O O M WI T H I N N OVAT I VE LESSON S ON SPECI FI C TH EMES AN D HAN DS-ON SEN SORY ACT I VI T I ES. Teachers coordinate room decor to match specific themes to enhance the learning experience.

Mrs. Bennett says, “Kids are so excited when they come in the room and see what is new.” In her down time, Mrs. Bennett enjoys gardening and playing the piano. Family is important to her, so she loves hosting get-togethers and making memories. She travels to Birmingham often to see her youngest, Andrew, play baseball for Samford University. She also loves to go to the beach and play with her two grandchildren.

Mrs. Lyn Bennett is a blessing to all who walk the halls of Sewell Cottage and beyond. It is no surprise that she was recently chosen as one of Cobb Life Magazine’s “Best Teachers.” MPCS is certainly a better and “happier” place because of Mrs. Bennett. W

I HOPE TH E S P IR I T UA L S EED S W E P LA NT IN P R ESCHOOL WIL L CON T IN U E TO G R OW IN TH EIR LIV ES.

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murray

N

INNOVATION CENTER

TIO R UC E TR N NS R CO CO

ON CAMPUS

BY JENNIFER NEW, CHIEF DEVELOPMENT OFFICER

Through “Construction Corner” updates, MPCS has shared the exciting progress of the Murray Innovation Center. We have contracted with TVS Architects, UDS Development Services, and Hodges & Hicks General Contractors to complete the project. The center is a muchneeded 23,000-plus square foot addition to the current Dozier Hall high school, originally built to house just 250 students. With booming enrollment, MPCS is thrilled to offer innovative new learning spaces for its 450 high school students, with a target open date of second semester next year.

SINCE THE BREAKING-GROUND CEREMONY, THERE HAS BEEN MUCH ACTIVITY AT THE SITE:

• On-grade slab and concrete stairs poured.

DOZIER HALL

• Ductwork and electrical conduit is being installed

• Permits were approved by the city of Marietta and construction started on February 22.

• Framing crews completed roof truss installation in preparation for decking.

• Demolition crews removed flooring, walls, and ceilings in the existing art room and art storage to create a new larger classroom.

• Stabilization of the site began to prevent erosion and control rainfall discharge to protect the lake.

• Blocking installation around window openings and barrier installation has begun… and much more happening every week!

• Workers removed lockers, walls, and ceilings in preparation for the new corridor that connects to the Murray Innovation Center bridge.

Did you know that as part of the project, Dozier Hall is also getting some overdue upgrades to tie the buildings together? In addition, high school visual arts is moving “home” to the Murray Arts Center, first floor. Here are a few of the renovations happening this summer, with plans to be ready for the first day of school:

• Crews continue to frame new walls and rough-in for new electrical systems in these shared spaces.

• Crews have moved 1,100 dump truck loads of dirt.

That’s enough to fill three Olympic swimming pools!

• Installation of underground electrical and plumbing in preparation for the first floor slab-on-grade concrete pour was completed.

• Iron workers completed the first phase of the structural steel and metal decking. This is the framing for the Digital Lab, Maker Space, Fabrication Lab on the first floor and the science labs on the second floor.

• Iron workers installed the final major beam along the northeast side of the bridge connecting the Murray Innovation Center to Dozier Hall.

• The MPCS family, UDS Development Services, TVS Design, and Hodges & Hicks gathered on May 7 to watch workers place a cross and American flag on the building to celebrate this milestone.

• The beam, signed by students, staff, and families and inscribed with scripture, was hoisted in place marking the building’s official “topping out.”

• Elevated second-floor slabs poured and crews constructed the building’s exterior walls.

• Sheathing installation is ongoing.

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MURRAY ARTS CENTER • Demolition work in Mrs. Zefo’s classroom and rear offices on the first floor of the Murray Arts Center.

• Plumbing crews sawcut and removed sections of concrete in order to install the sanitary piping serving the new sinks.

• The kiln was removed from Dozier Hall and relocated to the Murray Arts Center for re-installation.

• Floor, wall, and ceiling finishes will be constructed.

• Newly expanded large space will house the new visual art and pottery classrooms.

• Masons will remove the brick on the exterior of Dozier Hall the bridge after roofing is installed.

• Framing crews completed new interior partitions and door frame installations in the new Dozier teacher workroom and guidance counselor wing (former main high school office).

• Carpet and base is being replaced in preparation for new flooring in all existing classrooms.

• Crews will also paint all interior spaces before the end of summer.

Watch the construction timelapse video and get the most recent updates at mtparanschool.com/construction-corner.

INNOVATIVE WAYS TO GET BACK TO CAMPUS

BY TIFFANY WESTBROOK, DIRECTOR OF MARKETING AND COMMUNICATIONS

In the 45-year history of MPCS, 2020-2021 proved to be one of the most challenging. How does an independent school who thrives when in community with one another continue to foster that core value when we cannot all be together? Leave it to the creative and innovative minds of the faculty, staff, and volunteers among our MPCS family. In the “year like no other,” MPCS successfully navigated inperson classes, synchronous learning, and community events. Some new traditions were born in the process. Here are a few examples of how it was done:

GOING VIRTUAL:

UTILIZING LARGE SPACES:

TAKING IT OUTSIDE:

• Morning video devotions

• Head of School Roundtables for new families

• New Family Welcome Wagon

• ParentEd. sessions, such as with west-coast author Dr. Wendy Mogel • GoFan online ticketing • Lower school Zoom updates • Virtual Tour videos • NFHS Network for live-streaming games

in outdoor tent

• Homecoming Parade and Pep Rally

• Middle school coffees in dining hall • Arts musicals and Night of Worship livestreamed and in-person

• Middle School Student Forum in Sewell Stadium • PTF Drive-In Laser Light Show

• Limited, but in-person attendance to music and dance concerts

• MPCS Family Christmas – festival of trees

by Lake McDonald, carols, crafts, and

• Grandparents’ Day Zooming into classrooms

• Spreading out for all athletic events

• Launch of MPCS Network for family busi-

• Preschool Graduation with immediate family

• PTF Auction

• Eighth-Grade Blessing in larger

• Field Trips divided smaller groups

nesses, professionals, and alumni

church sanctuary

preschool nativity

• Senior College Day and Senior Breakfast

• Commencement

• Eagle Backers Golf Tournament • Senior Car Parade • Summer Programs

THE BEST AGAIN!

OOL” RESCH “BEST P

R” EACHE “BEST T

S” ING ART ERFORM “BEST P

BY TIFFANY WESTBROOK, DIRECTOR OF MARKETING AND COMMUNICATIONS

Mount Paran Christian School has been honored with an unprecedented number of Best of Cobb honors — now with back-to-backto-back “Best Private School” recognition in 2019, 2020, and again in 2021! MPCS also won back-to-back “Best Performing Arts” awards, no doubt because of the award-winning programming and state-of-the art facilities within the Murray Arts Center for performing and visual arts.

The teaching staff at MPCS is exemplary. Lower School Teacher Mrs. Kelly Moss was voted the 2020 Best of Cobb “Best Teacher,” and Mrs. Lyn Bennett, a teacher in the MPCS preschool garners 2021 “Best Teacher” honors. The preschool also won back-to-back “Best Preschool” recognition in 2020 and 2021. The preschool program prepares students academically with instruction from 100-percent-state-certified teachers. Students learn through play and are taught important “soft” skills, such as being a good neighbor and a friend to all.

These accolades voted by our community come as no surprise to our staff, students, and families. They all experience the amazing culture of the school on a daily basis. The Best of Cobb just confirms what we already know and feel — that MPCS is family. W

HOOL” C S E R “BEST P

H E R” C A E T “ BEST WINGSPAN

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ALUMNI

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TEACHERS BECOME THE STUDENTS

DURING A CHALLENGING YEAR IN EDUCATION

BY JOHN BRASWELL, ALUMNI RELATIONS MANAGER

D

uring the pandemic, teachers were challenged as never before.

From first year teachers to veteran educators, MPCS alumni share their experiences during this unprecedented year of teaching. Nearly every alumni educator agreed: teaching during COVID was frustrating, crazy, and, yet, rewarding.

FIRST YEAR TEACHERS FACED GREAT CHALLENGES, OFTEN FEELING INADEQUATELY PREPARED BY THEIR FORMAL TRAINING. New teachers said they had to “go back to the drawing board” to learn new instructional strategies for juggling inperson and virtual instruction. While the challenges were many, so were the blessings. While this first year teaching has been tough, it has shaped new teachers into being better educators. Caroline Allen ‘15 shares, “I think that my first year [teaching] being this particular school year really made me a stronger teacher and person, while helping me to be better prepared to overcome challenging things that come my way.”

Fellow first-year Emily Medlock ‘16 echoes that sentiment: “THIS

WHOLE YEAR HAS BEEN A LEARNING CURVE AND HAS PULLED ME OUT OF MY COMFORT ZONE. I HAVE LEARNED WHAT IT MEANS TO BE FLEXIBLE AND COMPLETELY TRUST IN THE LORD TO PROVIDE LIKE NEVER BEFORE.” Even more experienced teachers agree they are better educators because of the pandemic. The “unexpected” forced them to break with routine and create innovations in instruction. While it has been a year of highs and lows, these teachers have continued to pursue

excellence. Twenty-six year veteran educator Kristen Brooks ‘90 is an instructional technology specialist for Cherokee County Schools.

She shares, “I felt a resounding peace because I was sure my teachers were ready and prepared with the EdTech tools needed to get the job done and completed well.” For Ashten Walker Dick ‘09, flexibility is key to success. “We are all stronger teachers because of this past year,” she says. “We’ve all had to learn how to adapt and persevere to get through this season.” For Megan Brent ‘05, teaching during the pandemic offered the opportunity to grow. “LAST YEAR AND

THIS YEAR MORE THAN EVER, CHARACTER IS THE LESSON I HAVE LEARNED AND TAUGHT.” Among MPCS alumni educators, gratitude was a common theme of teaching during the pandemic. While stretched and challenged as never before, these professionals demonstrated that they, themselves, are lifelong learners, becoming better educators because of this experience. Sarah Pulley ‘09 shares, “I DO BELIEVE THAT SOME

GOOD HAS COME FROM THIS. I’ve seen students and staff appreciate the ability to come to school more than ever. I’ve seen that students are incredibly resilient, and they are capable of much more than we think. I’ve learned how important school and learning is.

I’ve seen how great our impact as teachers is on our students’ lives.

Teaching in the midst of a global pandemic required me to become more innovative and to think more outside of the box. With every challenge that arose, I had to go back to the drawing board to figure out how to best meet each child’s needs. I’ve become a better teacher through it.” W

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ALUMNI

alumni

in education For this “learning-focused” issue of Wingspan magazine, we asked some of our best innovators – our alumni educators – to share highlights of their teaching experience, both prior to COVID and during the pandemic. Read on for the latest news from your classmates, and be sure to share your updates with us so that we can feature you!

Kristen Brooks ‘90 After earning degrees from the University of West Georgia and Kennesaw State University, Kristen Brooks ‘90 serves as an instructional technology specialist for the Cherokee County School District in Georgia. She shares that her greatest joy in education is “the exact moment when a student, teacher, administrator, or district staff member is using educational technology, and they become so engaged in what they are creating that they are not only having fun but have forgotten they are learning!

This is a priceless experience that truly fills my heart with joy!” Of working in the field of education during a pandemic, Kristen says, “My year was challenging with highs and lows but always striving to have an attitude of gratitude.”

Lindsay Williams Galloway ‘92 A graduate of Samford University, Lindsay Williams Galloway ‘92 says she loves connecting with her students and seeing them enjoy learning as she teaches students in Kindergarten through grade two at East Cobb Christian School. “I have been fortunate to be able to teach face to face all year. Some of the biggest challenges have been logistical: being unable to allow students to share puzzles, games, pencils, or scissors.”

Erin Cheek Robbins ‘94

T H IS I S A P R IC ELESS EXP ER IENC E TH AT T R U LY F I L L S MY H EA RT W ITH JOY!

Nikki Berchin Brooks ‘90 A graduate of Jacksonville State University, Nikki Berchin Brooks ‘90 is currently a principal with a Christian school in Cobb County, GA.

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Samford University graduate Erin Cheek Robbins ‘94 earned a Master’s degree from the University of Alabama-Birmingham and is an administrator and curriculum coordinator/teacher for Excelsior Cooperative, a hybrid/homeschool co-op in Alabama. She loves teaching middle school students and is constantly trying to “stay on top” of the everchanging events in government and geography for her classes. Like most educators, Erin’s school moved to remote instruction in March of 2020 but was able to return to in-person learning in August, with protocols in place. Erin shares, “Remote instruction provided a challenge for everyone as we analyzed our most important objectives in teaching our classes. One of the most important things to come out of having to teach and learn remotely in 2020 has been the deep gratitude we all have had from being able to be together. No one takes those in-class moments for granted!”

Angela Wells Rodriguez ‘95 Lee University and Liberty University graduate, Angela Wells Rodriguez ‘95 teaches sixth-grade English Language Arts and Social Studies at South Forsyth Middle School in Georgia. Like her peers, Angela loves building relationships with her students, watching them grow, and learn and finds the greatest challenge in teaching today to be the constant change. Angela felt challenged to find new ways of doing things while teaching during the pandemic. “I adjusted to teaching virtually by just jumping in with a positive attitude and realizing that things would have to be tweaked along the way. I am a better teacher because I feel confident that I can handle any challenge thrown my way! I know God called me to teaching to love and encourage first and to put academic learning a close second!”

Whitney Heflin Moss ‘97 A graduate of West Carolina University, Whitney Heflin

Adam King ‘99 Returning to his alma mater, Adam King ‘99 teaches middle school Science at MPCS.

Tara O’Dell Ellison ‘02 A graduate of Kennesaw State University, Tara O’Dell Ellison ‘02 is an elementary teacher at Hearts Academy of Excellence in Georgia.

Leah Hawkins Cook ‘02 First-grade special education teacher Leah Hawkins Cook ‘02 works with students at Rocky Mount Elementary in Georgia. A graduate of Lee University/University of Phoenix Online, Leah shares that “bringing children out of their shell and watching how their new-found confidence affects them both socially and academically” is her greatest professional joy. “It is so important to laugh with, play with, and love your students just as much as you teach them.” I was teaching Georgia PreK when the pandemic started. It was certainly a challenge figuring out how to engage my four-year-olds over the internet, but we made the best of it and had a lot of fun.”

Moss ‘97 currently teaches Art at Stokesdale Elementary in North Carolina. This has been a challenging year for Whitney. “As an art teacher, I lost my classroom and am teaching from a cart. I ‘roll’ into each classroom during the week.”

Samantha Schmidt ‘98 University of Tennessee graduate Samantha Schmidt ‘98 teaches middle grades Language Arts at Saint Francis in Georgia. She earnestly tries to encourage students to believe in themselves and found keeping students engaged virtually a major challenge of the pandemic. “Like all things, I got out of my comfort zone and [learned new technology]. Collaborating with other teachers helped make the transition to virtual teaching.”

Emily Jordan Vreken ‘98 Middle grades English teacher Emily Jordan Vreken ‘98 loves encouraging her diverse students to “get on the same page” at Dominion Christian School in Georgia. For this Covenant College graduate, seeing students have a light-bulb moment is the biggest payoff. Having taught both face-to-face and virtual all year, Emily feels like she has “two jobs in one,” but she stays focused. “I have used technology much more than previously,” she says, “but above all, I am more thankful for each day in the classroom.”

Caroline Janas Bradford ‘03 Mount Paran Christian Assistant Athletic Director Caroline Janas Bradford ‘03, a graduate of Samford University, says her greatest joy in teaching is interacting with students, watching them grow and learn, while the greatest challenge is knowing a student isn’t reaching his or her full potential and wanting to help the student realize it.

MY GREAT EST J OY I N T EACHI N G I S I NTER ACTI N G WI T H ST UDEN T S, WAT CHI N G T HEM GROW AN D LEAR N .

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ALUMNI Rachel King Shibley ‘03 For this Georgia Tech graduate, Rachel King Shibley ‘03 says, “there is not one correct way to school your children and each family must choose what works best for them for each year.”

While she says not everyone understands homeschooling or why her family has chosen this path, she has found the pandemic did little to disrupt their dayto-day schooling. “The co-op we were in went virtual, so that was hard to not get to see our group in person anymore. Because of losing that social outlet, we had to work at getting more outdoor field trips and nature study hikes planned with family and friends.”

Amy Brandon ‘05 Sixth-grade social studies teacher, Amy Brandon ‘05 is at Mabry Elementary School in Georgia. For this Auburn University alumna, sharing a love of social studies with her students and helping them grow is a great joy. “My biggest challenge is also one of the joys of my job: working with middle school students.

I love working with this age group, but they keep me on my toes! I think this year has taught me to continue working on being flexible, rise to challenges, and focus on the most important thing – working with my students.”

Megan Ulrich Brent ‘05 Caroline Clemenger Josef ‘04 A graduate of Toccoa Falls College, Caroline Clemenger Josef ‘04 teaches second and fifth grade homeschool, with the help of a University Model School. “My kids went from attending their University Model School to being home 100-percent,” she says.

“That was a hard adjustment for everyone.” While helping her children meet schoolwork deadlines and parenting an infant has been challenging, Caroline says “seeing a child understand something for the first time... and make real-life connections on their own” is a treasure.”

Matt Rooke ‘04 Fifth and sixth-grade math teacher, Matt Rooke ‘04 earned a Master’s degree from Auburn University and feels inspired when his students grasp particularly difficult content. Matt certainly practices patience while enduring “middle school shenanigans” but found the greatest challenge of the past year to be the struggle with feeling isolated. “Most of my enjoyment from teaching is having the students in the room with me. We feed off each other’s excitement and understanding,” he says. “With virtual learning, that in-class excitement was hard to recreate. My ability to navigate virtual technology grew extensively as we adjusted to virtual learning.”

Says,“captivating the audience of the day is a blast.

Your students come for the show! The goal is creating life-long learners who love to grow and learn.”

This Samford University graduate, Megan Ulrich Brent ‘05 teaches first grade at Davis Elementary School in Georgia and manages to balance her many roles while always giving her best. “This year has been exhausting, but I have been blessed with the most amazing team, phenomenal supportive classroom parents, and a fun class. These kids were so excited just to be back in school. I have learned that kids are the most resilient of all.” Right now, in the world there is a lot of division, a lot of loss, a lot of sadness, a lot of indifference, but more than ever, character is the lesson I have learned. We will achieve greatness when we show up, act, and work as a team.”

Jennifer Crace Capen ‘05 An alumna of Kennesaw State University, Jennifer Crace Capen ‘05 now works with students at MPCS as a lower school directed studies teacher. She finds joy in forming relationships with students and their families. “Every year is different when you are teaching students with unique learning strengths, so each year always feels new and innovative,” she shares. Being flexible and willing to adjust allowed Jennifer to make the most of the pandemic situation. “It made me sit and think about what the students really need and helped me examine what was really important for them to learn and be successful. I can use what I’ve learned, what I’ve tried, and what I’ve lived to create a better learning experience for my students.”

Cristina Marcela ‘05 Georgia Bulldog Cristina Lluberas Marcela ‘05 works for the New York City Department of Education in the Translation and Interpretation Unit.

M O S T O F M Y E N J OYM ENT FR O M TEA C H ING IS HAV I N G T H E S T U D ENTS IN TH E R O O M W ITH ME.

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Grant Hawkins ‘06 A graduate from the University of West Georgia, Grant Hawkins ‘06 is now a sixth-grade math teacher for the Georgia Cyber Academy.

Katie Sheffield Ki ‘07 Teaches first grade across the world at the Asian Hope International School in Cambodia.

Katie Sheffield Ki ‘07 earned a master’s degree from Wheaton College. While her greatest teaching challenge is providing support for students who are behind academically, building relationships with students and getting to see them make progress is so rewarding.

While teaching in Cambodia, Katie says there was no community spread of COVID until the spring of 2021. “We spent most of the year up until March teaching in person, with COVID protocols like masks and social distancing. We had a few short stints of online teaching for a few weeks at a time, and I taught students by making videos and having Zoom class. It was a lot for them to learn the technology at first, but they have gotten good at it now!”

Morgan Moore Kingsley ‘07 Earning degrees from both Kennesaw State University and Piedmont College, Morgan Moore Kingsley ‘07 teaches tenth and eleventh graders World and U.S. History at Gilmer High School in Georgia. She finds great satisfaction in watching the students take away life lessons from learning about history, beyond dates and facts. Regarding the pandemic, Morgan says, “I had already been using the resources my school has to be able to teach virtual classes long before we went on lockdown. So, when the time came, there wasn’t much change to the learning environment. The most challenging piece to this year has been trying to ‘teach’ my high school students how to be self-motivated and have a drive to do work when they have been quarantined. Next year, I will be teaching our pilot program for virtual school. My strengths in the digital world have been seen by other counties and teachers, and I have been able to help them in their steps forward in the virtual classroom. During this time, I have had to step out of my comfort zone and take on new responsibilities.”

Heather Richards Stanton ‘07 Kennesaw State University graduate Heather Richards Stanton ‘07 teaches in the Early Intervention Program at Kemp Elementary in Georgia. Of teaching, she shares, “No one goes into the field of education because they love writing lesson plans or collecting data.

We do it because we love the kids – the connections we make, the growth we see. There is no question that the past two years have been the most challenging in my career. I have grown to realize that being pushed outside of your comfort zone brings new perspective and growth. I have been blown away by my fellow educators and their ability to come together and shift everything they have known about teaching to meet the needs of all students.”

Kayla Burruss Teti ‘08 “I treasure my second graders at Hickory Hills Elementary in Georgia.” For this Kennesaw State University alumna, Kayla Burruss Teti ‘08, connecting with students who often need a little more patience than others teaches these young ones that they are loved and valued. Virtual learning allowed her to stay home with her own children, but it also challenged Kayla in her teaching. “I was forced to adapt my content and delivery of lessons, while still managing challenging work. It has also forced me to grow and change.”

Ashten Walker Dick ‘09 “I find great joy in watching my students learn, grow, and succeed,” says Lee University graduate Ashten Walker Dick ‘09. Although she teaches first grade at Shades Cahaba Elementary, a public school, Ashten still shows students the love of Christ. With a strong system full of resources, support, and the freedom to try anything, Ashten feels ready to face challenges as a teacher, including managing a classroom with students of differing abilities.

I FI N D GREAT J OY I N WAT CHI N G MY ST UDEN T S LEARN , GROW, AN D SUC CEED .

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ALUMNI

SEEI N G T HE ‘LI GHT BULB’ GO OFF I N T HEI R HEAD I S VERY REWARDI N G !

Emily Ziegele Eaton ‘09 Kennesaw State University alumna Emily Ziegele Eaton ‘09 teaches second grade at Atlanta Academy “Seeing the ‘lightbulb’ go off in their head is very rewarding!,” she shares. While this year has presented its share of challenges, Emily says she is a stronger teacher because of them. “This year, my school implemented hybrid teaching. That means I teach students in-person, in my classroom, and virtual students on a Google Meet at the same time. This was not something I had ever done before, and the first few weeks were hard. Teaching in-person and virtual students at the same time was completely out of my comfort zone. I had to quickly set new rules for my students and be flexible when technology wasn’t working. However, I am so comfortable with hybrid teaching now! I truly feel like a better and stronger teacher!”

Sarah Pulley ‘09 Earning degrees from Kennesaw State University and the University of West Georgia, Sarah Pulley ‘09 now teaches Kindergarten at West Side Elementary in Georgia. She loves changing lives every day and finds her greatest challenge to be meeting every child’s diverse needs. “I was stretched in not only learning how to be an effective virtual teacher, but also how to make personal connections with my Kindergarten students and build relationships through a screen.” After a month, the school transitioned to asynchronous teaching. “I was teaching rules and routines to my in-person students while also trying to academically advance those students who were sitting in front of a screen. It was a balancing act trying to best help all students.”

Meredith Perez McConnell ‘10 For Georgia College and State University graduate Meredith Perez McConnell ‘10, teaching Kindergarten and tutoring students in PreK through second grade at Sixes Elementary School in Georgia is a time of huge growth. From technology challenges to chatty sevenyear olds, Meredith tried to stay positive through it all.

“I adjusted well to virtual learning. I learned a lot. I am a better teacher because of all of this. I appreciate in-person teaching more. I appreciate being able to have physical materials for my students to work with in front of me. And, I appreciate [the students’] enthusiasm.”

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Nathan Schreer ‘10 Chorus teacher at Milton High School in Georgia, Nathan Schreer ‘10, earned degrees from the University of Georgia and Boston University and asserts that teaching is a fun and engaging career. “It keeps you on your toes, and, in high school, you get to work with some bright and talented students. Don’t get me wrong – it’s incredibly exhausting, but being able to continuously refine your abilities and seeing the success of your students is a very rewarding experience.” He shares,”Educators are also serving as mentor, life coach, cheerleader, confidante, and therapist.

“Each student has their own needs, and it’s a challenge trying to be so many different things for so many different people. You just have to do your best, learn from your mistakes, and keep improving.” Adjusting is exactly what Nathan did while teaching during the pandemic. “Our goal since the beginning has been to create as normal of an environment as we can. We set up cameras in the room so students could feel like they were in the classroom when we rehearsed. I did rote teaching or breakout rehearsals with individual sections. We certainly simplified our repertoire choices, but we’ve been prepping full concerts since day one. I’m excited to keep some of the better tricks we learned and see how they can improve a more normal year.”

Maggie Allgood-Mozley-Davis ‘11 Third-grade inclusion teacher, Maggie Allgood-Mozley-Davis ‘11 is a Kennesaw State University graduate.

Seeing the growth in both herself and her students at the school year’s end is such a joy. “The hardest days that bring me to my knees are the same ones that drive me to show up and give my all each day.” Teaching during COVID is understandably one of those times of duress. “I don’t think any teacher could’ve prepared for the emotional toll it took to teach through a screen. We had to reinvent the wheel in terms of best teaching practices, end-of-the-year assessments, classroom award ceremonies, and countless other things that come so naturally when you are sitting in the same space with your students.”

Taylor Johnson Koogler ‘11 Berry College graduate Taylor Johnson Koogler ‘11 teaches second grade at Rucker Boulevard Elementary in Alabama and loves forming relationships with her students. Not surprisingly, everything was made much more difficult by the pandemic. “I adjusted by having peers and coworkers to talk to about the challenges we faced as educators,” Taylor says. “As a result of changing the way I was teaching, I learned so much more about my students’ fears and needs.”

Ashton Elser Fortner ‘12 A graduate from the University of North Georgia, Ashton Elser Fortner ‘12 teaches in a self-contained K-2 autism classroom at Blackburn Elementary School. She most treasures the relationships she has formed with her students, as well as watching their growth over the course of the year. Mastering technology was a challenge for Ashton over the past year. “I did not know much about Zoom or how to teach my students through a computer screen,” she shares. Still, Ashton committed to learning, adjusting, and meeting the needs of her students.

“Doing a read aloud on Zoom required lots of [creativity] to keep the students engaged. I also learned that my students learn best in the classroom, which makes me more thankful to be back in the classroom teaching.”

Christina Alls Martin ‘12 Third grade at Allgood Elementary School in Georgia, Christina Alls Martin ‘12, earned her undergraduate degree from Kennesaw State University and a Master’s degree from Piedmont College. She treasures seeing the smiles on her students’ faces each morning and is thankful to have been teaching face-to-face all year long. “We have faced some challenges, and the year has most certainly looked different than year’s past, but we have all adapted to our situation, and it makes me proud to be an educator.”

Mackenzie Robinson Mencias ‘13 Teacher at the ISM Academy Quito in Ecuador, Mackenzie Robinson Mencias ‘13, says her seventh and eighth graders love learning about Science, and Mackenize loves it when they master a difficult subject. “Their pride is my pride,” she gushes! While the past year has been “an absolute rollercoaster,” Mackenzie says she has been pushed as an educator and is more creative in the classroom. “I moved from Honduras to Ecuador in the middle of the pandemic, so I have yet to meet any of my students in person. A lot of my job relies on the relationship created with my kids in the classroom. It is much harder to gauge a student’s emotion or need through a screen, so my main goal was to find as much accessible technology to really connect with my students during class time. Teaching is an incredibly taxing job, and it takes a lot of grace, especially during a pandemic!”

Maggie Moore ‘13 Valdosta State University graduate Maggie Moore ‘13 teaches first grade at A.L. Burruss Elementary in Georgia and says her students “center me, challenge me, and teach me new things every single day. I do what I love because of them.” Working at a Title I school brings with it a unique set of challenges. “My students come from all walks of life and home situations.

The biggest challenge was making sure all students had access to technology and Wifi. “I had my roster change over 15 times. I taught students that I didn’t know and [who] didn’t know me. It was difficult, but I am a better teacher because of it, and our school has this unbreakable sense of family because of how much we all leaned on each other.”

Sarah Kelly Tubo ‘13 Kennesaw State University graduate Sarah Kelly Tubo ‘13 is a preschool and Kindergarten music teacher at Summit Baptist Christian Academy in Georgia. She adores seeing the joy on her students’ faces when they hear their favorite song. Navigating the setbacks that arose because of COVID was a hard adjustment but soon became routine. “New ways of cleaning and mask-wearing became normal on our to-do list, and we excelled at making parents and teachers feel as comfortable as we could. We learned about the changes in learning strategies for students that have spent months away from social interaction and limited screen time to help balance their education as needed.’

I T WAS DI FFI CULT, BUT I AM A BETTER T EACHER BECAUSE OF IT.

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ALUMNI Jake Landen ‘14 Samford University graduate Jake Landen ‘14 teaches seventh-grade Life Science at Jefferson County International Baccalaureate Middle School in Alabama. He says he enjoys creating a learning experience in which students find joy in discovery and has felt challenged to fit his project ideas into COVID restrictions. “Half of my students were in person and half were on my computer. Learning science and how to do science is hands-on discovery, and the hardest thing was coming up with ways to discover virtually. One good thing that has occurred is some students have learned how to take responsibility for their learning by balancing multiple subjects from home. Any time you are pushed out of your comfort zone, you learn more about yourself.

Mallory Pettet ‘14 After earning degrees from Samford University and Kennesaw State University, Mallory Pettet ‘14 now teaches ninth-grade English at MPCS.

Anna Buehler Montgomery ‘15 For this University of West Georgia alumna, Anna Buehler Montgomery ‘15, developing relationships with students and watching them make progress overshadows any drawbacks to the teaching profession. Anna says, “It has been difficult to create, implement, and review lessons and assignments that are designed for all learners in this format. I feel like I can quickly and effectively create alternative assignments and assessments to gauge my students’ learning because of this past year.”

Tatum Anderson Barber ‘16 graduated from Kennesaw State University and teaches seventh- and eighth-grade history at the Walker School in Georgia. “My greatest joy from teaching is the connections formed with the students. Knowing that I am a trusted figure to lean on is important to me,” Tatum shares. As a first-year teacher, Tatum describes this academic year: “Going from four years of learning how to teach with pen and paper to being 95-percent virtual is not what I pictured. We’ve gotten the hang of it, but it has been a challenge to alter expectations.”

Caroline Cook Allen ‘15 Clemson University graduate Caroline Cook Allen ‘15 is a fourth-grade teacher at Bonaire Elementary School in Georgia and shares that she loves receiving notes and drawings from her students.” As a first-year teacher, it has been challenging to adjust to the ins and outs of a new school in the midst of a pandemic. I adjusted to students being out frequently by ‘Zooming’ students into the classroom if one/a few had been sent home. I think that my first year being the 2020-2021 school year really made me a stronger teacher and person and helped me to be more ready to overcome challenging things that come my way. ”

Emily Medlock ‘16 University of Georgia graduate Emily Medlock ‘16 loves teaching fifth-grade science at Two Rivers Middle School in Tennessee. As a first-year teacher, Emily found this past year to be incredibly challenging.

“I was able to adjust to teaching virtually with the support of my coworkers.” Emily says she has learned how to adapt in all circumstances. “Honestly, this whole year has been a learning curve and has pulled me out of my comfort zone. I have learned what it means to be flexible and completely trust in the Lord to provide unlike I have ever before.”

AS A F IR S T-YE A R T EA C H ER , IT H A S B EEN CHA L L E N G I N G TO A DJU ST TO TH E INS A ND O U TS.

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Katie Miller ‘16 Auburn University graduate Katie Miller ‘16 is a teacher at Park Street Elementary in Georgia.

WINTER/SPRING 2021

ALUMNI COLLEGE GRADUATES Aedan Ahola Kennesaw State University

Charlotte Dayton Auburn University

Dryden Lewis Auburn University

Savannah Ross Kennesaw State University

Meagan Allen Belmont University

Cameron Deaton University of Alabama

Gracie Lochridge Kennesaw State University

Erick Roziewski Valdosta State University

Abbey Baird Auburn University

Karley DeWitt Westmont College

Abby Logan Kennesaw State University

Ashli Sadenwasser American University

Harrison Barnett Eckerd College (TBC)

Alyssa Evans University of Kentucky

Emily Lorenz University of Oklahoma

Alec Scott University of Georgia

Erin Barnett Indiana University

Emily Finch University of Georgia

Kate Massey University of Georgia

Brady Scott Florida State University

Alyssa Barnick Georgia State University

David Galanos Georgia State University

Logan McKenzie Liberty University

Matt Smith Liberty University

Hailey Bednar Emory University

Kendall Gilcrease Furman University

Andrew Mezei University of Georgia

Regan Bowman SCAD

John Greenhaw University of Alabama

Alex Mueller Kennesaw State University

Kassie Spain Georgia College and State University

Kaitlyn Bright Kennesaw State University

Natalie Hammonds Baylor University

Connor O’Neil Shorter University

Kaitlyn Brock University of AlabamaBirmingham

Alexis Harvey Kennesaw State University

Morgan Paine University of Georgia

Joseph Hedspeth Purdue University

Harleigh Palomaki University of Georgia

Ellie Ingram Florida State University

Brooke Parker University of Tennessee

Barratt Johnson Xavier University

Augusta Preston NC Wesleyan College

Brooke Jones Auburn University

Catherine Pyle Auburn University

Holly Jordan Furman University

Matthew Ramsey University of Georgia

Katie Kelly University of Virginia

PJ Reardigan Auburn University

Hylton Kimbrough Birmingham Southern

Avery Reeves University of Georgia

Jared Knox Auburn University

Camille Renz Georgia College and State University

Sammie Brown Auburn University Molly Brown University of Georgia Mary Grace Burton Auburn University Will Burton Furman University Ashley Busby University of Georgia Caitlin Cooley Augusta College of Nursing Trent Council University of Georgia Andy Crain University of Alabama Megan Davis Kennesaw State University

Harrison Kossover Georgia Southern University Mark LeGate Furman University

Jessica Spain Auburn University Jonathan Stevenson Georgia Tech Cassady Stewart Georgia Tech Emmett Taliaferro Samford University Clay Van de Vate Georgetown University Mary Katherine Watt Clemson University Patrick Weindorfer Georgia Tech Rachel Welch Louisiana State University Mary Ross Wilson University of Mississippi Emma Kate Wilson Georgia Tech Abby Yake Kennesaw State University

Ariel Roman North Carolina State University (TBC)

FOLLOW ALUMNI ON SOCIAL MEDIA Join the MPCS Alumni Facebook group for events and alumni updates and LinkedIn to connect with fellow graduates. Also follow @MPCSAlumni on Twitter. @mtparanschool @mountparanchristianschoolalumni

SPECIAL THANKS TO OUR ALUMNI COUNCIL Thank you to the 2020-2021 MPCS Alumni Association council for your service to your alma mater.

Endien (Montgomery) Freeman ‘98 Josh “Ike” Eisenberg ‘99 Caroline (Janas) Bradford ‘03, Association President Jonathan Duncan ‘04 Devin Phillips ‘04 Matt Rooke ‘04 Beau O’Dell ‘06 Taylor (Mulkey) Kinsey ‘09 Wes Watt ‘09, Association Vice President Bain Morgan ‘11 Brittany (Kelley) Varville ‘11 Nick Caras ‘12 Hannah (Rainey) Ian ‘12 Joshua Brownsworth ‘14 Timi Idowu ‘19 Jessica Davis ‘19 Emmie Roberts ‘20 John Braswell, Alumni Relations Manager The Alumni Association is seeking more class ambassadors to be liasons for their class. Thanks to those who've volunteered thus far.

Donna (Hunter) McCoy ‘93 Taylor Williams ‘09 Madeline (Mulkey) Daniels ‘12 Harleigh Palomaki ‘17 Ansley Brague ‘18 Luke Spinetto ‘20

HAVE YOU JOINED THE MPCS NETWORK? MPCS NETWORK

Homecoming is back!

There are 780-plus members of the MPCS community using the new platform - and growing daily! The MPCS Network provides alumni, as well as current families, with a digital platform designed to connect businesses with families and families with businesses.

SAVE THE DATE

Friday,

October 29, 2021 Alumni families and children!

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ACHIEVEMENTS

CLASS OF 2021

spotlights

M

BY AMBER IRIZARRY, COMMUNICATIONS CONTENT SPECIALIST

MPCS has become an industry leader in learning-focused PK-12 education. Whether examining curriculum, competing on the athletic field, or performing on stage, we understand that we must glorify God in all that we do. It is understood that the result of this relentless effort is evidenced by our graduates each year – seniors who examplify our four core values. This year’s top five members of the class of 2021 have earned impressive accolades, illustrating what it means to be servant-leaders who honor God, love others, and walk in Truth.

GPA: 4.60 University of California-Berkeley Major: Biomedical Engineering

GPA: 4.60 Georgia Institute of Technology Major: Mathematics and Psychology

MACKENZIE KORMANN ‘21: VALEDICTORIAN Mackenzie Kormann is a curious learner. The sort of student who says every subject in school was her favorite. Thus, it comes as little surprise that Mackenzie desires to pursue the rigorous field of biomedical engineering. “This has been my dream since taking freshman year biology,” Mackenzie says. “I had always loved STEM, but I didn’t really know that I wanted to do it as a college major or career until [freshman year].” This year’s valedictorian plans to continue her quest for knowledge at the University of California-Berkeley.

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LAURA GINTER ‘21: SALUTATORIAN During her four years at Mount Paran Christian School, salutatorian Laura Ginter has relentlessly pursued excellence in class and in sports, developing into a well-rounded young adult, ready to pursue the challenges ahead. “Mount Paran gave me a chance to reach goals I never thought I could reach,” she shares. “I was able to construct a strong foundation of knowledge, entwined with God.” Laura’s next steps include obtaining a degree in mathematics, with a minor in Psychology from Georgia Tech.

ANNA KATHERINE “AK” HAMBRICK ‘21 AK Hambrick’s six years at MPCS have truly deepened her faith. “MPCS has taught me to be bold in my faith and to be fearless being who I am,” she shares. Of her future, AK says, “I would love to be a nonprofit executive or missionary. Being a part of a foster family lit a fire in me to fight for those who do not have a voice in society.” To prepare herself for her future profession, AK plans to study International Affairs, with a minor in Spanish at Georgia Tech.

MATTHEW BUCHAN ‘21 For “lifer” Matthew Buchan, the MPCS school experience has been instrumental in formulating his outlook on life. “Mount Paran has been a part of my life for as long as I can remember and provided so many opportunities to pursue my interests in an encouraging and supportive environment,” he says. When he heads off to the Georgia Tech Honors Program this fall, where he has been nominated for a Stamps Presidential Scholarship, Matthew will pursue a career in cybersecurity, majoring in computer science with a minor in Spanish, finance, or management information systems.

AUDREY WEAVER ‘21 For senior Audrey Weaver, the MPCS faculty have been critical to her personal growth over the past eight years. Encouragement from teachers fueled Audrey’s fascination with biology. Audrey will carry that passion for science forward to Berry College this fall as she pursues a major in general biology, with a minor in animal science. “I’ve always been fascinated with animals and learning about how they function,” Audrey shares. “My dream is to expand my knowledge of animals and use that to help pets and their owners [as a veterinarian].” W

CLASS OF 2021 AWARD RECOGNITION Special Recognition American Legion School Award Zachary Fors US Naval Academy Appointment Mallory Jordan Academic Recognition PAGE Star Student Matthew Buchan Valedictorian Mackenzie Kormann Salutatorian Laura Ginter Academic Scholarships Megan Abel Havalynn Abernathy Jacob Allen Jenny Almeida Emma Balas Lucas Barnett Elizabeth Baum Olivia Baute Corbin Bean

Matthew Blinth Daniel Bolivar Amanda Braman Emma Brogan Kailer Brothers Sydnee Brothers Tristyn Brothers Noah Brown Matthew Buchan Mitchell Bunn Jada Crowell Andrew Davis Gracie Dinsmore Noah Dyer Stephen Emoghene Maggie Epps Catherine Ethridge Anna Farley Ashley Feldman Hannah Fitzgibbons Zachary Fors Ashton Frazer Isabelle Garofalo Laura Ginter AK Hambrick Jaxson Hardeman Julian Harper Mary Gunter Hedrick Emily Rainey Hill

Isabel Hofmann Ekow Hudson Antonio Hundley Will Hutchinson Ashley Johnson Lolly Johnson Reid Jones Mallory Jordan Carson Kalichak Jonathan Kavuma Jacob Kessock Mackenzie Kormann Carter Koza Amanda Leveridge Matthew Lopes Julianne Losacco David Miller Jordan Mosby Hunter Nasrallah Olivia Nichols Mitchell Norton Nick Oyola Lela Pacheco Raphael Parent Sophia Passantino Camie Love Powell Caleb Pratt Caroline Pugh Milo Reeves

Noah Roberts Lindsey Robinson Frances Rowan Connor Ruff Macie Sacristan Courtney Salmon Parker Schwan Annie Siegel Micaela Singleton Dawson Smith Lily Snider Sophie Stallings Will Stephens David Alan Stith John Thomason Eric Torp Madison Vann Audrey Weaver Elise White Ben Whitmire Special Awards AJC Cup Award Mallory Jordan MPCS School Spirit Award Hunter Nasrallah

Ron Mulkey Eagle Award Maggie Epps Zachary Fors Stephen Werner Sportsmanship Award Anna Farley Ben Whitmire Arts Recognition Arts Scholarships Kennedy Crenshaw Jada Crowell Gracie Dinsmore Rainey Hill Caroline Pugh Lindsey Robinson Savannah Stevens Athletic Recognition Marietta Daily Journal Scholar Athletes Havalynn Abernathy Emma Balas Matthew Blinth Matthew Buchan Andrew Davis Anna Farley AK Hambrick

Ekow Hudson Will Hutchinson Ashley Johnson Lolly Johnson Carson Kalichak Nick Oyola David Alan Stith John Thomason Ben Whitmire Athletic Scholarships Havalynn Abernathy Dylan Bennifield Emma Brogan Freddy Coleman Maggie Epps Ekow Hudson Ashley Johnson Carter Koza Jordan Mosby Mitchell Norton Macie Sacristan Courtney Salmon Dawson Smith

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ACHIEVEMENTS

THE MPCS CLASS OF 2021 IS COMPRISED OF 104 STUDENTS WHO HAVE BEEN ACCEPTED INTO SOME OF THE NATION’S FINEST COLLEGES, UNIVERSITIES, AND MILITARY ACADEMIES. Here are some senior statistics: • 100% college-acceptance rate • 25 graduates are “lifers” who have attended MPCS since PreK/K • Accepted to 109 colleges and universities (and military academies) • 26 in-state schools • 83 out-of-state schools • 47 public schools • 62 private schools • 28 Christian colleges • 62 students chose in-state schools • 42 students chose out-of-state schools • 23% of the class was accepted to the University of Georgia / Georgia Tech

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The top five colleges that have been chosen by the class of 2021 students: 1. Kennesaw State University 18 students to attend 2. University of Georgia 11 students to attend 3. Georgia Southern University 6 students to attend 4. Georgia Institute of Technology 5 students to attend 5. Auburn University / Baylor University / University of Alabama 4 students to attend

Scholarship funds reported from the class of 2021 students: • 45 students will receive merit-based academic achievement scholarships.

• 1 student will receive a full scholarship to the United States Naval Academy.

• 3 performing and visual arts students will receive scholarships.

• 13 students will receive athletic scholarships.

• More than $8.1 million of scholarship monies, before adding the HOPE or Zell Miller scholarship funding, will be awarded.

• 84% of the senior class qualifies for the HOPE scholarship.

Congratulations to the class of 2021 for their amazing accomplishments!

85%

$8.1+

SCORED 3+ ON AP EXAMS

IN SCHOLARSHIPS

AP STUDENTS (71 Students Earned AP Scholar+ Status)

23%

84%

AND/OR

FOR HOPE SCHOLARSHIP

MILLION

ACCEPTED TO UGA

(Before HOPE/Zell Grants)

GEORGIA TECH

QUALIFY

(from Class of 2021)

COLLEGE ACCEPTANCES Anderson University*^ Appalachian State University* Arizona State University* Auburn University* Augusta University Augustana College* Baylor University* Belmont University* Berklee School of Music Berry College*^ Birmingham-Southern College* Carleton College Carson-Newman University*^ Claflin University* Clemson University* Coastal Carolina University College of Charleston* College of Coastal Georgia* Cornell University Covenant College Elon University Emory University Florida Gulf Coast University Florida Southern College* Florida State University Furman University* Gardner-Webb University* George Washington University* Georgia College Georgia Highlands College Georgia Institute of Technology Georgia Southern University* Georgia State University*^ Hampton University* Howard University* Huntingdon College*^ Jacksonville State University Jacksonville University*^

Kennesaw State University Lee University Liberty University Lipscomb University Louisiana State University* Loyola University-Chicago* Marymount Manhattan College* Mercer University* Middle Tennessee State University* Mississippi State University Morehouse College*^ New York American Musical & Dramatic Academy New York University North Carolina Agricultural and Technical State University* North Carolina State University* Northeastern University* Oglethorpe University*^ Oklahoma City University Pace University* Palm Beach Atlantic University* Parsons School of Design Pennsylvania State University Point Park University Point University*^ Queens University* Reinhardt University Samford University* Savannah College of Art and Design*~ School of Art Institute of Chicago*~ Shorter University^ Southeastern University* Spelman College St. Andrews University Truett McConnell University*^ Tulane University* Union University

class of

2021

United States Coast Guard United States Military Academy-West Point United States Naval Academy University of Alabama* University of Alabama-Birmingham* University of California-Berkeley University of California-Davis University of California-Los Angeles University of California-San Diego University of California-Santa Barbara University of Colorado-Boulder University of Florida University of Georgia*^ University of Hawaii University of Kentucky* University of Miami* University of Minnesota* University of Mississippi University of North Florida University of North Georgia University of Oklahoma* University of Richmond University of South Carolina* University of Tennessee* University of West Georgia Valdosta State University Villanova University^ Virginia Polytechnic Institute and State University Wesleyan University* Western Carolina University Wofford College Xavier University-Louisiana* Xavier University-Ohio Young Harris College

*Denotes Academic Scholarship ^Denotes College Athletes ~Denotes Arts Scholarship

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